Teachers' and Pupils' perceptions of Creativity across different Key Stages July 2012.pdf (122.11 kB)
Teachers' and pupils' perceptions of creativity across different key stages
journal contribution
posted on 2015-09-07, 12:16 authored by Sarah TurnerThe new Secondary Curriculum (implemented in 2008) saw greater emphasis on creativity within the National Curriculum for England. Since this term has been boldly stated, how have teachers and pupils responded to it in the classroom? This study draws on responses from a range of pupils in different Key Stages (2 (pupils aged 7-11), 3 (pupils aged 11-14) , 4 (pupils aged 14-16), and 5) who reported that creativity helped their learning and engaged them. Teachers participated by completing a questionnaire and their responses showed teachers' differing approaches to defining (and therefore showing their understanding of applying) creativity (innovative teaching, different activities for teaching and learning). A varied list of methods for embedding it in their teaching was provided. Many more primary teachers than secondary explored their use of creative teaching and appeared more comfortable with this approach. The initiatives taken to encourage teachers to adopt a more creative approach have had some impact; however, more training is required. © 2013 Manchester University Press.
History
School
- Design
Published in
Research in EducationVolume
89Issue
1Pages
23 - 40Citation
TURNER, S., 2013. Teachers' and pupils' perceptions of creativity across different key stages. Research in Education, 89 (1), pp. 23 - 40.Publisher
© Manchester University PressVersion
- AM (Accepted Manuscript)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Publication date
2013Notes
This is the accepted version of an article subsequently published in the journal, Research in Education [© Manchester University Press]. The definitive version is available at: http://dx.doi.org/10.7227/RIE.89.1.3ISSN
0034-5237eISSN
2050-4608Publisher version
Language
- en